Beruflich Dokumente
Kultur Dokumente
.
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extend access to Die Unterrichtspraxis / Teaching German.
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soStefan,p. 3.
51Stefan, p. 4.
A shorter
versionof thisarticlewas presentedat theWomenin GermanConferenceat MiamiUniversity,
1976.A specifictextlist
Oxford,Ohio, inSeptember,
forthiscoursewithan extensivebibliography
has been publishedby ERIC(ED
1977. Fortextsuggestions,
136 589),July,
see also Edna Huttenmaier
Spitz,"GeroftheTwentieth
An Introductory
manWomenWriters
Coursein English
Century:
9, No. 1 (1976), 30-39.
Translation,"
Unterrichtspraxis,
52
48
fluenceof themedievalchurch.Lectures,
discussions,and reportswere
coordinatedto considerthe influenceof the monasteriesand abbeys
and to examinewomen's positionin the churchand societyin their
varied roles as nuns, abbesses, and feudal ladies. Excerptsof the
historiesand dramasof Hrotsvitha
of Gandersheimwere read in class
and providedunique examplesof the literary
skillof a tenth-century
woman writer.As part of a project,a studentdirecteda dramatic
Callimachus. Lectureson Arabiclove
readingin class of Hrotsvitha's
churchteachingsabout women,clericaleducation,and thecult
poetry,
of the Virginintroducedlyricpoetry.Selected lyricsof representative
Minnesingerswere read in class, and the varied styles,attitudes,
and personalities
of bothpoetsand the ladiesdepictedwere
situations,
discussed.
The two courtlyepics,Tristan
and Parzival,presentthewhole spectrum
of women in the societyof the HighMiddle Ages. Isolde's personal
dilemmaand her tragicmarriageeliciteda sympathetic
responsefrom
emotions.The
manystudentsand at the same timestirredconflicting
proudand independentIsolde providesa strongcontrastto the elder
powersof healingand second sightseem to
clueen,whose mysterious
the primitive
woman of Tacitus'Germania.Branganeserves
personify
to demonstrate
theidealsofcourtlyloyalty
and was seen bytheclass as
the verymodel of truestfriendship.
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